Element #1: Take a look at the two examples and see if you
can identify the purpose behind each story. What is the point of view in each?
Whose voice do you hear?
1. The purpose
behind story 1 was to show the process involved in making salt. The point of view is that of the farmers that
cultivate the product from start to finish and who understand the process. We hear a mixture of voices, primarily the
children whose project it was to make the short informational video
2.
The second examples purpose was to show what an elementary
science project grew to through donations and extensive work. The text was hard to read throughout, but the
students appeared to grow and maintain a large fish tank that required solar
panels to generate energy and a lot of other nifty gadgetry. It was a behind the scenes tour. Looked like a great learning opportunity for
the kids. Excellent!
Element #2: See if you can find a dramatic question in the
examples for this section.
1. In the first
example, the narrator asks “Are you making our island UGLY?” – this question is
asked and followed by children unloading trash in what looks to be a public
dumping site that litters the land. The
video is followed by other stills of rubble sites similar to the first, then
she sums the video by asking people to do their part in cleaning up their
island. It is a powerful statement to
have such evidence in your surroundings to comment on. The quality of the video was very poor, but
the message was received.
2.
The second videos dialogue was very difficult for me to
understand, but I believe the underlying idea is to only fish for what you will
use and preserve for later instead of access food waste. This is good advice for all of us to be
practicing.
Element #3: See if you can identify the emotional paradigms
behind these stories.
1. The first
video is about teenage depression. It
focuses on what you should do to seek help.
Powerful!
2. The second
clip is about preserving and protecting the wisdom from the past. Our parents and grandparents should be
listened to while we have them with us on earth. We can’t go back once they are gone, so make
the most of their knowledge and experience while you can to be able to pass it
on the children of the future.
3.
The third video focuses children’s attention on the fact that
they should be aware that strangers don’t look scary, they look normal, but we
still need to be aware they can be dangerous.
1.
The second video shows children singing through the
Element #4: What impact that the voice plays on the overall
effect of the story.
1. The first
video is short, but focuses on cultures trading their goods for the betterment
of all. I like the lady in the
clip. She seemed very wise and sweet. It makes you want to sit and listen to her
stories all day.
2.
The second video shows children singing throughout a story about
a bug in their culture. We see the
development of this insect as a student narrates some parts as we go. Much like the other video with singing, I
found it distracting and for me took away my interest in the content. It would help if I understood the language of
the dialogue.
Element #5: What impact does the music have on the
emotional content or purpose of the story?
1.
In the first clip, the voices in the video are a group singing
what appears to be worshiping in nature.
I don’t understand the words of the chant, but it appears to be positive
and praising. Based on the images chosen
to include in the video, I’m guessing the group is thankful and focusing on
positive beauty and other aspects of their culture they are proud of. I personally found the repetitive nature of
the chant distracting and quickly lost interest in the message of the clip.
Element #6: Look at the examples in this section and
consider the decisions the authors made about length of clips, types of
transitions and sequence of events. Are you able (as a viewer) to fill in the
missing pieces? Give an example?
1. Yes. In clip one we see a girl who deeply loves
her brothers and family, but is growing older and is desperate for privacy and
a place to call hers. The images were
well chosen in my opinion and as a girl with a large family, I can fill in the
blanks through my own personal experience and desires from that age.
2. The second
clip was much like the first so my response is the same as clip one above.
3.
The third clip had a different twist. I think the story is a bit more fragmented
with the authors mixing up the image styles.
As the viewer I am able to put together the meaning, but it is a bit
more difficult because this clip is longer and not as centrally focused. I liked the music choices though.
Element #7: How does the narrator use their voice to pace
the story? Give a specific example.
1. In the first clip, the boys were brilliant in
explaining the importance of understanding safety procedures in the event of an
earthquake. They also highlight
potential dangers to make us aware of them if we are not knowledgeable. Their messages are clear and their clips
effective.
They give statistics and facts to back it up
for their region. They mention living in
the “ring of fire” = danger zone in the pacific region for earthquakes. This proof makes their message more potent in
the minds of people living in the area.
Their voices pace the story in a business-like manor. The boys clearly have a message to deliver,
and a solid base of fact. The dialogue
is read in a powerful tone to suggest the serious nature of their message. These boys were brilliant!
